Abstract:

This study is aimed at comparing the achievements of the basic skills fields included in the 2018 Turkish lesson curriculum (TDÖP) with digital story narration. Thus, the study is expected to contribute to the field writing in terms of the discovery of the similarities between the digital story and the program achievements. The research is organized according to the work. In the research, the method of document examination of the type of research as a data collection tool; in the analysis of data, the technique of content analysis was used. Examples of the study are appropriate for the type of sampling. The study first aimed at earning in the Turkish lesson at least one of the basic skills of reading, writing, listening, speaking and monitoring and the studies on which the digital story was subject. The teaching program of Turkish lessons (for classes 2, 3 and 4) is also studied where the basic skills are indicated. The achievements included in the Turkish lesson curriculum are grouped under four basic language skills: listening, writing, reading and speaking. According to this, the achievements included in the program and the expressions that combine the structure or characteristics of the digital story are coded. The codes were then collected. The research finds that many achievements in listening and monitoring, writing, reading and speaking included in the Turkish curriculum are combined with digital narrative. According to the results obtained, it has been shown that the digital story story is matched with the best achievements in the field of writing skills. Following these results, it may be recommended that digital stories be included in the Turkish lesson teaching programs in order to increase the use of digital stories by students and teachers and to ensure integration into education.

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